Malaysia’s recent improvements in science and reading scores in the Programme for International Student Assessment (PISA) 2025 have been welcomed by education stakeholders, who caution against complacency as the country continues to lag behind the Organisation for Economic Co-operation and Development (OECD) averages in all assessed subjects. While science and reading scores showed modest increases compared to 2022, mathematics performance declined, highlighting the need for focused efforts in this area.
According to the latest PISA results, Malaysia’s average science score rose by three points to 419, and reading improved by five points to 393. However, mathematics literacy dropped by 11 points to 397, maintaining the country’s position below the OECD average in all three areas. PISA assessments, administered every three years by the OECD, evaluate 15-year-old students across participating countries on their competencies in science, reading, and mathematics, using the primary language of instruction in each country.
Experts emphasize the importance of setting clear, measurable targets to sustain and build on recent gains. Prof Datuk Dr Ahmad Ibrahim of UCSI University’s Tan Sri Omar Centre for Science, Technology and Innovation Policy Studies highlighted that without defined goals, reform efforts risk losing focus and ambition. Citing a 2024 World Bank report that indicated Malaysian students effectively receive fewer years of learning than the duration they spend in school, Prof Ahmad called for greater emphasis on the quality and effectiveness of education.
Stakeholders stress that strengthening mathematics education is urgent but that science and reading achievements should also be nurtured through integrated approaches. Prof Ahmad underscored the need for engaging pedagogical methods and promoting a growth mindset that values effort and resilience over innate ability to enhance performance across all subjects.
Datin Noor Azimah Abdul Rahim, chairman of the Parent Action Group for Education Malaysia (PAGE), agreed that foundational skills development should start early and be cross-curricular, warning that secondary school gains may be difficult to maintain if students enter with weaknesses in comprehension, scientific reasoning, or numeracy. She called for adequate teacher training, time for professional development, and better assessment tools to identify learning gaps. Additionally, she urged attention to disparities among different student groups and schools to ensure inclusive progress.
Proposals to improve mathematics teaching include reforms to teacher training that emphasize conceptual understanding and student engagement. Prof Ahmad pointed to an implementation gap that often hinders translating policy into effective classroom practice and suggested studying successful “Inspirational Schools” to identify effective pedagogies. He also advocated reducing curriculum overload to allow deeper learning.
Echoing this, National Science, Technology, Engineering, and Mathematics Association president Emerita Prof Datuk Dr Noraini Idris stressed the importance of subject-matter expertise, recommending that mathematics teachers hold degrees in mathematics to ensure deep conceptual knowledge. She cited countries such as China and Finland, which require such qualifications, as models for raising teaching standards. Prof Noraini emphasized that improving mathematics outcomes requires collaboration among the Education Ministry, mathematics experts, and universities.
From the teaching perspective, National Union of the Teaching Profession (NUTP) secretary-general Fouzi Singon highlighted the need to reduce administrative burdens and provide teachers with professional space to focus on fostering reasoning, problem-solving, and meaningful learning. He said the upcoming 2027 curriculum, which emphasizes foundational skills and a lighter curriculum load, presents an opportunity to support students earlier and prevent learning gaps from persisting into secondary education.
The PISA results also pointed to a gender gap in mathematics, with male students outperforming female students. Prof Ahmad noted this disparity is influenced largely by sociocultural factors such as gendered expectations affecting motivation and self-concept. He warned that addressing this equity issue is vital to developing a skilled workforce and sustaining interest in science, technology, engineering, and mathematics (STEM) fields.
Overall, experts agree that Malaysia’s path forward requires a comprehensive systemic overhaul that enhances foundational skills, equips teachers with effective methods, and provides equitable support for all students to strengthen mathematics while continuing to build on science and reading progress.